WILLIAM DALY,
DALY, COLLINS HILL HIGH SCHOOL
ESTIMATED DURATION: 30 MINUTE INTRO - 28 DAY
EXECUTION
CLASS LEVEL:
LEVEL: HONORS, APB, APC PHYSICS
1
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Title 1
Contents
2
C
Problem 3
Abstract 4
Alignment with
national and state
standards 5-6
Objectives 7
A ti i t d llearner
Anticipated
outcomes 8
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Assessment and rubrics 9
Background 10
Materials and supplies 11
Plan 12-13
S
Summary
14
Appendix A: Student
Handout 15-16
A
Appendix
di B
B: CPR set up
17-71
Appendix C: Topic list7274
Appendix D: References
75
2
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Activation: Topics in modern physics
g survey of
early in physics through
literature
Crystals
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Importance to STEM disciplines and society
How are they grown?
How are they investigated?
What are they used for?
A l characteristics
Apply
h
t i ti off science
i
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Writing on topics in modern physics
Critical review of topics in modern physics
Survey of crystals and investigatory methods
3
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Survey of “select topics” previews:
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Thermodynamics
Fields and circuits
Optics
Modern physics
Writing simulation
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Investigate one of 130 topics in
semiconductors, crystals or equipment
Persuasive writing
g task to simulate white
paper for NSF proposal
Calibrated Peer Review
 Writing
W iti
on modern
d
physics
h i ttopics
i
 Critical review of scientific writing
4
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SCPH-E2005-25: Analyze
y
the properties
p p
of light and optics
SCPH-E2005-23: Analyze the properties
of waves
SCPH-A2006-7: Read scientific
materials to establish context for
subject matter, develop vocabulary, and
to be aware of current research
SCPH-A2005-6: Communicate scientific
investigations clearly
5
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III A 2 - Electric field and electric potential:
Analyze the properties of light and optics
III B 1 - Electrostatics with conductors
III B 3 – Dielectrics
IV A 2 - Wave propagation
IV B 1 - Interference and diffraction
V A – Atomic Physics
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1. Photons, the photoelectric effect Compton
scattering, x-rays
2. Atomic energy levels
3 Wave-particle
3.
W
ti l duality
d lit
6
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Reassess classroom labs and projects
Target lower impact classroom activities
Identify Step-Up research experiences
relevant to the classroom
Leverage Step-Up research experiences to
update
p
low impact
p
activities
Create open ended exploration relating
academic topics to contemporary research
and engineering
7
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Student will find relevance to topics in
modern physics through survey literature
on topic
p in materials science to related to
modern physics.
Student will apply
pp y and advance p
persuasive
writing skill on topic in modern physics.
Student will apply and advance critical peer
review skills on topics in modern physics
Student will gain exposure to at least five
areas of contemporary physics research.
8
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Assessment will be through online peer
review tool “Calibrated Peer Review” (CPR)
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Assessed on ability to apply rubric to sample
paper
Assessed on persuasive writing skills
Assessed on critical review skills
Rubric
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Rubric will be built into CPR review tool (see
appendix A, “Setting up CPR”)
Rubric will be contained in “Student Handout”
S appendix
See
di B)
9
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Students benefit from added opportunities
to exercise
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Persuasive writing skills
Critical review of scientific research from
 The scientific community
 Their peer group
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Students benefit from seeing relevance of
physics course to important topics in
modern
d
society through
h
h writing simulation
l
See appendix B, “Student Handout” for full
b k
background
d and
d writing
ii
prompt.
10
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Administrator
School must have CPR administrator (see
http://cpr molsci ucla edu/ )
http://cpr.molsci.ucla.edu/
 School administrator must set up teacher account,
student accounts and course (see appendix B)
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T
Teacher
h
Teacher must add students to class
 Teacher must activate assignment
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Student internet access
Galileo
 Google Scholar
 Text entry
 Calibrated peer review account
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11
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Introduction – ½ class period
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Present example topic on Raman Spectroscopy
Guide students toward activation objective
Di t ib t assignment
Distribute
i
t and
d topic
t i li
listt
Research crystal, growth method or
analysis method (2 week Homework)
In Calibrated Peer Review (CPR Homework)
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Write white paper to NSF – 1 week entry phase
Review 3 calibration papers – calibration phase
Review 3 peer papers – 1 week review phase
12
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Student Handout
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See appendix A
Provides background
Outlines writing prompt
Rubric
Topic
p List –
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See appendix C for suggested
Students are encouraged to trade topics at
within 1st week of research phase.
Students are encouraged to find alternate topics
(with instructor approval)
Topics must be finalized before 2nd week
13
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Students
S d
Explore relevance materials science to physics class
 Persuasive writing
g on topic
p of contemporary
p
y research in
physics
 Critical review of writing
 By the scientific community
 By peers
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Teachers
Long term peer reviewed project
 One time setup of CPR for additional assignments
 Though
g targeted
g
toward physics,
p y
, task is cross disciplinary
p
y
with chemistry and biology
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14
Appendix A: Student Handout
The Crystal Project A multidisciplinary writing simulation on research topics in contemporary materials science Overview: As a preview or reinforcement of units on Thermodynamics, Forces, Fields, Optics and Modern Physics, we will to do a writing simulation as an exploratory research project on the physics of materials and methods used to advance the effective use of technology to enhance quality of life and to solve daunting global issues. Our modern society has grown very dependent upon understanding and engineering solid state phases of matter. Though there are exceptions, these states generally rely on the natural periodic ordering of matter. That is these, these states are generally crystalline. Without such understanding and ability to manipulate these states, none of the devices that our society depends upon would be possible, such as those used in medical technology, computers, communication (smart phones, TV, eBooks, etc.) renewable energy technology, environmental science, to name just a very few. Research and development is ongoing at an ever increasing rate which requires an armada of deposition and growth techniques and analytical methods to sustain this growth. Understanding the physics behind these technologies and materials is crucial to continued advancement of our techno‐centric world. In this writing simulation you are researcher in academia or industry charged with the responsibility of acquiring grant money to support your research. The specific nature of your research is NOT the emphasis of this simulation. Rather you view either a particular crystal or analytical device as crucial to your research. Your task is to write a “white paper” to convince the National Science Foundation of the merits of the crystal that you are assigned to study or the analytical equipment that you are trying to procure. Your white paper must to be structured as follows. I.
II.
III.
IV.
V.
Introduction – Briefly describe your material or equipment. You may be creative or use conventional applications that you discover in your research. Historical background a. Give a few sentences about who discovered the material, discovered the physical process or invented the analytical technology (person or institution). Be sure to put this in historical context. b. Cite typical modern applications of this material or equipment. Science behind the material or technology a. Cite at least two important characteristics of the material or equipment and how it pertains to your white. Paper possible general categories include thermal, electrical, structural, optical or magnetic properties. b. Looking ahead, cite two equations that are important to understanding the use of this material or equipment. Demonstrate how this applies to your white paper. Conclusion a. Importance of your research – you may be realistic or creative. But above all, be convincing, citing at least two specifics from your research. Bibliography (APA style) Grading guidelines: I.
II.
III.
IV.
V.
VI.
Introduction – Briefly describe your material or equipment and why you are pursuing a grant. You may be creative or use conventional applications that you discover in your research. a. Is the description clear and sufficiently complete for the reader to know how the process or equipment works, or what the crystalline structure is and how is it made (the manmade process and / or the natural process)? b. Did the writer pose an argument regarding why it is important to use this equipment or process, or why it is important to pursue research on this crystal? This needs to be more than “because I need it in my research.” This needs to be a convincing argument tied to a description of the intended research. Historical background a. Did the writer state when the process, equipment or crystal originated? b. Did the writer state the inventor or discoverer (person or institution)? c. Did the writer state the motivation of the original invention or discovery (why was the process or equipment invented or what were they trying to investigate)? d. Did the writer go on to cite contemporary applications of the process, equipment or crystal? e. Did the writer cite who uses the process, equipment or crystal (institution or type of institution? Science behind the material or technology a. Did the writer cite two pertinent physical characteristics of the material, equipment or crystal? b. Did the writer clearly relate these characteristics to their intended research? c. Did the writer cite two equations that are important to understanding the use of this material or equipment? d. Did the writer clearly state how at least one of these equations pertains to their research? Conclusion a. Did the writer effectively summarize the white paper in the conclusion? b. Was the writer convincing? Bibliography and General: a. Did the writer cite at least two peer reviewed journals? b. Did the writer include at least one pertinent quote from the peer reviewed journal in the body of their text? c. Find a conspicuous phrase in the writer’s paper and do a web search. Did the writer plagiarize this section of their paper? d. Are they any spelling errors? e. Are there any grammar errors? f. Were paragraphs properly used? g. Were the citations APA style? Comments – Although this will not be part of the grade, lease a couple constructive comments about what you thought of the paper and possible ways to improve research and writing skills. 
Universities
 Georgia
G
i Tech
T h
 Harvard
 Stanford
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High Schools
Collins
C lli Hill
 Northview
 Hundreds more…
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 Hundreds
internationally
17
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Create course (done by admin) – pages 19 - 26
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Assumes admin account is set up for your school.
Assume admin has enrolled instructors
Is done only at the beginning of the school year
Upload student roster (done by admin) – pages 27 - 30
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Is done only once
 Students are in system for entire HS tenure
 Accessible across all classes and all grades.
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Enroll students in course (done by instructor) - pages 31- 47
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Access course to create assignment (done by instructor) or
use / modify a “canned” assignment – page 48
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Assumes instructor is enrolled
Is done
d
once at the
h b
beginning off the
h year.
Is done once
May be made public
May be reused by other teacher and in other years
Access and Activate “Crystal Project” – pages 49-71
18
Create course (done by admin): Log in as administrator.
htt //
http://cpr.molsci.ucla.edu/cpr/cpr/login.asp
l i l d /
/
/l i
19
Create course (done by admin) cnt’d:
Click Enter as Administrator
20
Create course (done by admin) cnt’d: Click your school
21
Create course (done by admin) cnt’d:
Click Create / Edit Course / Enter as Designer
22
Create course (done by admin) cnt’d: Click Create New Course
23
Create course (done by admin) cnt’d: Specify which
user is having account set up (I chose method 2)
24
Create course (done by admin) cnt’d: Enter course title
and click Finish
25
Create course (done by admin) cnt’d: click Close. You
are finished creating
g your
y
course.
26
Upload student roster (done by admin): Click
Back to Admin Options to add your students to the database
27
Upload student roster (done by admin) cnt’d: Click
Create Users from File
28
Upload student roster (done by admin) cnt’d: Click
Browse to find your roster (you should have done this
apart from CPR.
29
Upload student roster (done by admin) cnt’d: Double
click the .csv file containing your roster with last and first
names, and student ID.
*** IMPORTANT ***
Look at your .csv file in notepad. Some versions of Excel
save the .csv with quotations. These must be removed
with find/replace for the upload to succeed.
30
Enroll students in course (done by instructor) cnt’d : Click OK and wait for the
accounts to be created; the screen on the next slide should appear shortly
indicating in the status column that accounts creations was successful
successful.
31
• Congratulations! Administration tasks are complete;
• Y
Your students
t d t are iin th
the database
d t b
(f
(for students’
t d t ’ entire
ti HS ttenure))
• Your course has been set up (for the whole year, over multiple tasks)
• You may
y now enter as the designer,
g
,
•
•
•
•
Log into your account – you should see your new course.
You may use assignment published by others
Or my crystal project
Or create or adapt an assignment of your own
• I will log off as admin and log in as user …
32
Enroll students in course (done by instructor) : Login as
User.
33
Enroll students in course (done by instructor) cnt’d : Click
Enter as Instructor/Designer
34
Enroll students in course (done by instructor) cnt’d : Click
Click Access Courses
35
Enroll students in course (done by instructor) cnt’d : Click
Click newly added course
course.
36
Enroll students in course (done by instructor) cnt’d : Click
Click Manage Students
37
Enroll students in course (done by instructor) cnt’d :
Click Add Students from File (must be .csv formatted
with id# or username)
38
Enroll students in course (done by instructor) cnt’d :
I selected option 1.
39
Enroll students in course (done by instructor) cnt’d :
Click Next unless you wish to use option 2.
40
Enroll students in course (done by instructor) cnt’d :
Browse for your student ID list
41
Enroll students in course (done by instructor) cnt’d :
Double click the .csv file containing your roster with
student ID.
42
Enroll students in course (done by instructor) cnt’d :
Students should load with “No
No problems”,
problems , the click
Add Students
43
Enroll students in course (done by instructor) cnt’d :
Click OK in the message box.
44
Enroll students in course (done by instructor) cnt’d :
Status should be “Student
Student successfully added to course”,
course ,
then click Close
45
Enroll students in course (done by instructor) cnt’d :
After closing, you will see a screen with your students,
their ID#, their CPR Login (which you need to distribute
to students, and their status on the pretest.
46
• Congratulations! You have enrolled your students in your course. Again:
• Y
Your students
t d t are iin th
the database
d t b
(f
(for students’
t d t ’ entire
ti HS ttenure))
• Your course has been set up (for the whole year, over multiple tasks)
• Your students are enrolled (for the whole year, over multiple tasks)
• You may now enter create an assignment, use assignments published
by others or adapted assignments to fit your needs.
• For example
example, I will show you how to access and set up my “Crystal
Crystal Project”
Project
47
Access course to create assignment (done by instructor)
or use / modify
y a “canned” assignment:
g
Click on Course Home to continue (Course Home is where
you would be if you log out and log in later).
48
Access and Activate “Crystal Project”: Click Enter as
Instructor / Designer
49
Access “Crystal Project”: Click Access Course
(or author your own)
50
Access “Crystal Project”: Click your course
51
Access “Crystal Project”: Click Manage Assignments
52
Access “Crystal Project”: Click Manage Assignments
53
Access “Crystal Project”: Click Activate New Assignments
54
Access “Crystal Project”: Click Select Assignment
55
Access “Crystal Project”: Click Select Assignment
56
Access “Crystal Project”: Expand Server Library
57
Access “Crystal Project”: Scroll down to Contributed
Assignment
58
Access “Crystal Project”: Scroll down to Contributed Assignments
“Crystal Project” (click info in case of duplicate name in the future).
59
Access “Crystal Project”: Select “Crystal Project” and scroll to top
of screen
60
Access “Crystal Project”: Click Select Assignment
61
Access “Crystal Project”: Adapt assignment to your needs by
clicking Change Assignment, but I will assume you will use
“as is”, so click “Next”
62
Access “Crystal Project”: Being a literature survey assignment, I
Selected “Low Difficulty”, to allow students to calibrate easily.
63
Access “Crystal Project”: Click Next
64
Access “Crystal Project”: Click Next
65
Access “Crystal Project”: Edit maximum and minimum word
count to suit your students and click Next
813
1200
400
66
Access “Crystal Project”: Customize score weights if you wish, but I
usually use the defaults; click Next
67
Access “Crystal Project”: Enter Start Time, Text Entry End Time and
Assignment End Time, then click Next
68
Access “Crystal Project”: Both to see how well the assignment
Works, as well as to keep things honest, I usually participate; click
Next.
69
Access “Crystal Project”: Review assignment summary and click
Finish
400
1200
400
1200
70
Access “Crystal Project”: Your assignment setup is complete.
71
Appendix C: Suggested topic list. Students are encouraged to trade or select their own topic, subject to instructor
approval within the first week of the project.
Method list
AES
auger electron spectroscopy
AFM
atomic force microsope
ALD
atomic layer deposition
ECR
electron cyclotron resonance EELS
electron energy los spectroscopy
Electron diffraction
Ellipsometer
EMP
electron microprobe
electron paramagnetic resonance
EPR
FIB
focused ion beam etch
FTIR
Fourier transform infrared spectroscopy
IR Spectroscopy
ISS
ion scattering spectroscopy
LEED
low energy electron diffraction
EM
laser emission microprobe
MBE
molecular beam epitaxy
migration enhanced epitaxy
MEE
MME
metal modulated epitaxy (custom)
MOCVD
metalorganic vapour phase epitaxy
Neutron diffraction
NMR
nuclear magnetic resonance
PECVD
plasma‐enhanced chemical vapor deposition
PIXE
Particle induce X‐Ray emission
Raman Spectrometer
RBS
rutherford backscattering
RF Sputterer
RHEED
high energy electron diffraction
SEM
scanning electron microscope
secondary ion mass spectrometry
SIMS
secondary Neutral Mass Spectroscopy
SNMS
scanning transmission electron microscopy ‐ STEM
vibrating sample magnetometer
VSM
XPS
X‐ray photoelectron spectroscopy
XRD
X‐ray diffraction
XRF
x‐ray fluorescence
Crystal list
Ag2S
AgI
Al2O3
AlAs
AlGaAs
AlGaN
AlGaP
AlN
AlN
AlP
AlSb
BAs
BaTiO3
Bi2O3
Bi2S3
Bi2Te3
BiI3
BN
BN
BP
C
Cd3As2
CdS
CdS
CdSe
CdSe
CdTe
CdZnTe
Cu2O
Cu2S
CuCl
CuInGaSe
CuInSe2
CuO
EuS
FeO
FeS2
GaAs
GaAs
GaAsP
GaInAsSbP
GaMnAs
GaN
GaN
GaP
GaSb
GaSe
Ge
Ge
Graphite
HgCdTe
HgI2
HgZnTe
InAs
InAsSbP
InGaAs
InGaN
InGaP
InN
InN
InP
InSb
LiCoO2
LiNbO2
LiNbO3
MoS2
NiO
PbI2
PbS PbSe
PbTe
PtSi
Sapphire
Se
Si
SiC
SiC
SiC
SiGe
SiGe
SiO2
SnO2
SnS
SnS
SnS2
SnTe
SrTiO3
TiO2
TlBr
UO2
UO3
Zn3P2
Zn3Sb2
ZnO
ZnO
ZnS
ZnSe
ZnTe
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
http://www.nanoprinttech.com/old/nanotechnology.htm
l#Carbon nanotube
M. Ohring,
Ohring, The Material Science of Thin Films, Academic
Press, London (1992).
J. G. Grasselli and M. K. Snavely,
Snavely, Chemical Applications of
Raman Spectroscopy, John Wiley & Sons, Inc., New York
(1981).
http://cpr.molsci.ucla.edu/
http://www.reciprocalnet.org/edumodules/commonmole
cules/list.html
/
http://www.reciprocalnet.org/edumodules/commonmole
cules/list.html
75